Behaviour management within a dance school setting. 

29/04/2020

Classroom management. 

It's the end of the school day and it’s time to head to your dance classes. A long day at school can leave students feeling tired and overwhelmed; this can mean that students can become easily distracted and create a disruptive environment. 

Using meta-analysis to compare different researchers' theories, I found that Everston and Weinstein's approach to classroom management transferred best from the classroom to the studio. They defined classroom management as creating a supportive space for the social-emotional and academic growth through study.

Dance schools have the luxury of being an incredibly unique environment where the relationships between the students and the teachers are supportive and personal. This means that traditional behavioural management techniques don't always work (such as standing outside in the hall). 

Everston and Weinstein describe five categories of behavior management. 

1.) Developing a caring and supportive relationships with and among students. 

I have found that the environment we are working in is incredibly personal and can be a very vulnerable place for students, making friends, and escaping mentally is what dance and the arts is all about. They need to feel you are there to support and cheer them on. 

2.) Organising and implementing clear instructions 

This can be in the form of a lesson plan, knowing exactly how to fill the time with each class is really important so that you keep the students engaged and challenged at the correct level. 

3.) Encouragement in academic tasks. 

When learning new movement styles, dances, etc. it is important the students feel encouraged and like they can achieve the goals you are setting out for them. Let your class know your expectations with regards to the work to be completed and the behaviour throughout, keep these reasonable and well within their capabilities so they leave the class feeling accomplished. 

4.) Promoting the development of social skills 

Working in pairs and as groups is very beneficial this helps develop their relationships with each other and also brings through independent learning helping them improve their memory in regards to choreography. 

5.) Ensuring self-regulation making the students responsible for their own actions and behaviours. 

I use a restorative practice approach; I find that knowing how their behaviour affects the rest of class is incredibly important. In some cases, I will sit my class down in a circle and give them all time to speak and say how different/disruptive behaviours affect their experience; without calling out the student/students this allows the whole class to develop empathy and compassion for one another. In addition to this technique, I use positive reinforcement when a student has taken responsibility for their actions. "Well done for owning up to not completing the work and taking responsibility for your behaviour throughout our class today; next time to improve you can ask me for help and we can work together to help you". Helping the student feel supported yet acknowledged, I find it leads to less repeated bad behaviour. 

Try some of these in your next class and see which one works the best for you. 

Classroom management is not about having the right rules... it's about having the right relationships. 
Danny Steele

Anthi Campbell King 


© 2019 Thoula's Dance TDT 
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